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The purpose of the study is to determine the content and organizational and pedagogical conditions of professional training of future teachers of physical education for animation activities in secondary schools and involves the development and experimental testing of the relevant conceptual model. For a physical education teacher, animation is a purposeful activity that provides the formation of a spiritually and physically health, socially active personality of a student capable of self-development and self-improvement in the field of leisure. The structural components of the readiness of future physical education teachers for animation activities, which is considered as a systemic quality of personality, are motivational and target, cognitive and content, activity and creative, and reflexive and evaluative. The effectiveness of professional training of future physical education teachers for animation activities in secondary school is ensured by the implementation of a set of organizational and pedagogical conditions, namely: orientation of the content of pedagogical education of future physical education teachers on the formation of readiness for animation activities; directing the practical training of students to the development of skills in the design and organization of animation activities in a secondary school; formation of students' holistic idea of the essence of animation activities by involving them in the developmental animation educational environment.

The competence in physical education (PE) is an assessment of a person's ability to lead a physically active lifestyle. The lack of an integrated approach to assessing the success of student’s training in PE does not allow a systematic, transparent and effective monitoring of the dynamics of the development of the personality of a competitive specialist, establishing the causes of problems and developing forecasts for the future. The goal of study was to develop and justify a system for assessing the competence of PE of students studying at universities and colleges. A survey of experts (N=82) was conducted to find out the importance of each of the structural elements of competence. The validity of proposed approaches was investigated. Three domains (“Movement Activity and Attitude to It,” “Physical Health and Fitness,” “Knowledge, Skills, and Abilities”) were distinguished in the structure of competence in PE, each of which was divided into 2–4 components. Designed assessment method covers all structural parts of the competence in PE, the goals of student learning, takes into account the list of necessary knowledge and skills in accordance with the requirements of the program, provides the formation of motivation for an active lifestyle, and maintains a level of physical activity sufficient for health. Developed method allows to determine the overall assessment of the formation of competence in PE, as well as a separate component, it gives an opportunity to calculate “critical” components, take into account interests and needs of students, teachers, and university / college administration.

Purpose : determine the content and sequence of the use of mobile and educational games in the process of sports training for young football players. Material & Methods : analysis, synthesis and generalization of scientific information on the problem of research, educational and methodological literature and Internet sources, pedagogical observations. Results : it is established that the effectiveness of the use of mobile and educational games should be ensured not only through their appropriate selection in accordance with the pedagogical conditions and due organizational and methodical decision, but also by determining the optimal sequence of their implementation in the training process, adapting their content and structure to the contingent students and a specific pedagogical situation. The generalized sequence of application of these games in the process of sports training of young football players is considered, on a specific example their approximate content is revealed. Conclusion : the content and sequence of the use of mobile and educational games are determined by methodological provisions that provide for the primary solution of the tasks of the individual side of the training of young football players with the subsequent resolution of interrelations in its limits. After that, those tasks of a certain side of sports training that can be solved by means of another are realized. In the future, the relationship and integration of two or more parties of long-term training is carried out in control games and official competitions.